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Program Director, Summit Learning Teacher Residency

Who We Are:

Marshall Street Initiatives:

Marshall Street at Summit Public Schools (“Marshall”) is a team of educators working to expand opportunities for all students. While our initiatives focus on different groups—teachers, principals, parents, graduates, and K-12 students—they are united by their focus on equitable access to education. Together with a broad group of engaged partners, we’re building towards a world in which every student is equipped to live a life defined by financial independence, community, strong relationships, health, and purpose.

Summit Public Schools:

Summit is a network of public schools that prepares all students to be the best versions of themselves, to be successful through college and in the fullest ways possible—so they can each live a fulfilled life. This includes a life filled with financial security, purposeful work, strong relationships, meaningful community, and personal health. Today, Summit operates 15 public middle and high schools whose students reflect their diverse communities in California and Washington. Summit schools are consistently ranked among the best in the nation. All Summit students graduate prepared for a four-year college and our graduates complete college at twice the national average.

Position Overview

The Summit Learning Teacher Residency seeks to support the next generation of teachers in building the skill, mindset, and practice to lead a high-quality personalized learning classroom. The Program Director of the Summit Learning Teacher Residency oversees operations and program implementation in the California Bay Area region for the one year program during which residents are immersed in student-centered classrooms while also completing credentialing coursework leading to a California Preliminary Single Subject Teaching Credential. The residency program was designed in collaboration with the Stanford Center for Assessment, Learning and Equity (SCALE).  

What you’ll do:

Program Management


  • Lead implementation of the residency program in the region, including the coursework and clinical experiences.

  • Maintain a deep understanding of the program requirements, performance tasks, and assessment tools.

  • Lead curriculum iteration with the regional mentors and program faculty, ensuring strong alignment to the program’s base curricula and assessments.

  • Design and lead professional development experiences for cooperating teachers.

  • Provide ongoing training, support, and communication for cooperating teachers.

  • Lead the admissions process for applicants to the regional program in collaboration with the central residency team.

Resident Support


  • Serve as the Mentor for up to 5 residents, including observation and coaching every other week and assessment of Resident coursework.

  • Plan and facilitate project-based coursework and personalized learning experiences for the cohort of residents.

  • Support residents in successfully meeting the program requirements, including the edTPA.

  • Build strong relationships with residents.

  • Lead coaching conversations to support the growth of residents.

  • Respond to the professional and emotional needs of residents.

  • Provide support to residents, cooperating teachers, and/or mentors when additional guidance or assistance is needed to ensure successful program implementation and completion of program requirements.

Faculty Development


  • Lead trainings, professional development, individual coaching, and team meetings with the regional faculty in collaboration with the Executive Director.

  • Manage the residency program faculty, including the team of mentors, through weekly observations, coaching, and feedback.

  • Lead the recruitment and hiring processes for the residency program faculty positions in collaboration with the central residency team.

Partnerships


  • Develop strong relationships with residents, cooperating teachers, program faculty, and school site leaders.

  • Develop and maintain effective partnerships with placement schools and school leaders.

  • Develop and maintain effective partnerships with university partner(s) to provide program evaluation and/or a Master’s degree component to the program design (if applicable).

  • Develop and maintain effective relationships with the state accrediting institution.

Program Improvement and Alignment


  • Analyze resident performance data regularly with the program faculty to monitor the progress of residents and iterate on the program design and implementation.

  • Analyze data annually as part of the program evaluation process and to compare resident performance in the residency program with external performance metrics.

  • Lead collaboration with the team of mentors and program faculty, to provide feedback on the program’s base curricula and core program.

  • Participate in the 360 review and program evaluation processes to provide feedback to the Executive Director and central residency team.

  • Ensure the regional program implements in alignment with the state’s program standards and regulations to ensure ongoing accreditation.

What you need:


  • Commitment to uphold the values of Summit Learning, including a belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Minimum of 3 years of full time teaching experience, preferably in a personalized learning classroom environment

  • Clear California teaching credential in English, History, Mathematics, Spanish, Biology, Physics, or Chemistry, or the equivalent

  • Master’s degree in Education or a related field 

  • Minimum of 3 years of experience in educator preparation

  • Experience with data-driven instruction 

  • Experience with program management and data-driven decision making 

  • Experience with professional development and coaching of adults, specifically coaching and/or mentoring new educators 

  • Proficiency in Google Platforms, including Google Drive, Google Sheets, Google Docs, and Google Slides. 

  • Clear health and background check

Who you are:


  • You are committed to coaching, mentoring and supporting new teachers into the profession

  • You have experience managing a program and/or team of people towards measurable outcomes.

  • You have a strong background in education theory and pedagogy, including backwards planning and curriculum creation, coupled with a firm understanding of the principles of adult learning

  • You are able to facilitate high quality, personalized learning instruction

  • You have the ability to apply and receive honest, actionable, and timely feedback that results in improved performance.  You model a growth mindset and support adults in developing their own mindsets.

  • You maintain high expectations for all students and believe all students can find success in school, college, and life.

  • You’re deeply dedicated to social justice and feel motivated by the challenge and impact of working in a heterogenous community and closing the achievement gap.

  • You are positive and resilient in the face of big challenges. 

  • You are empathetic and culturally responsive. You design and implement social and emotional learning experiences, and you’re open to having hard conversations

  • You thrive in innovative environments, and are comfortable with the ambiguity that can come with a dynamic and progressive workplace.

  • You thrive while collaborating and are excited to work with colleagues to continue to develop an innovative, new program. You find positivity in share successes

  • You use data to track key metrics and participate in continuous improvement processes.

What you get:

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays and 4 weeks of vacation during the year. 

We strive to recruit a diverse team. Summit Public Schools is an equal opportunity employer and does not discriminate against any employee or applicant on the basis of race, color, ethnicity, national origin, religion, gender, gender identity and/or expression, sexual orientation, disability, age, marital status, military status, pregnancy, parenthood, citizenship status, creed, or any other characteristic protected by federal, state or local law. Summit will provide reasonable accommodations for qualified individuals with disabilities.

People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus.  


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Every aspect of the Elan Preschool program is designed to help each child reach towards his/her true potential. We have consistently found that children are far brighter and capable than they are allowed to be. Every child is waiting to be discovered then allowed to learn at a speed matched to that particular child. An Individual program is therefore an ideal that allows each child to flourish, rather than just a few.

We have a Toddler Teacher position open. It is a full-time position (8:30 A.M - 5:00 P.M) position serving children ages 3 - 5 years old. We have well-equipped classrooms and an outside environment which includes a large playground with lots of area to run, climb and ride bikes. Elan offers a self-paced program that teaches the children responsibility, teamwork and of course all the basics.

The ideal candidate can take an active role in helping children and enjoy doing so. This position is responsible for the care of the students, managing diaper changing, potty training, sanitizing the classroom, cleaning after meals and activities and coaching the children as they develop self-help skills.

At the end of the day our smaller groups become one large group with activities for all children combined, ages 2-5 yrs.

Education and Training Requirements:


  • 12 Early Childhood Education (ECE) units required


  • Preschool Teaching experience is preferred


  • Live Scan fingerprints clearance


  • Current TB test clearance


  • Must be currently authorized to work in the United States


  • Must be available to work Full Time

  • Provide previous Employer References

If you are experienced in working with a group of children that can run faster than you if they have their new shoes on and you can comfortably be asked "why" a hundred times in a row without blinking, then this may be the job for you.


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Do you want to join a dream team of educators who are innovative, passionate, and committed to challenging the status quo in public education and building a model for academically rigorous social justice education in Oakland and beyond?!

ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society.

WHO WE ARE:

At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society.

The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community.

REQUIRED QUALIFICATIONS FOR TEACHERS

▪ Hold a valid California Teaching Credential in the subject area, or be willing to acquire a ​CTE credential in Health Science and Medical Technology

▪ Be able to work from and build upon an established curriculum, scope, and sequence

▪ Growth mindset, commitment to building a healthy staff culture of professional learners

▪ Commitment to equity and serving the students, families, and community of ARISE

▪ Committed to further developing the skills and examining the ideologies associated with the ARISE Instructional Core​ criteria

PREFERRED QUALIFICATIONS FOR TEACHERS

▪ The successful candidate will have demonstrated proficiency in all areas of our ​ARISE

Instructional Core​:


  1. Restorative Justice

  2. Literacy strategies

  3. Culturally relevant teaching

  4. Rigorous instruction through project-based learning

  5. Standards-based teaching

  6. Classroom aesthetics

▪ Experience in individual and collaborative curriculum development

▪ Experience with trauma-informed classroom and restorative justice

▪ Two years of credentialed teaching experience in an urban setting

▪ Advanced degree in subject-matter content or education

▪ Familiarity working with Common Core standards

▪ Experience with assessments for and of learning ( standards based grading)

▪ Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered

instructional practices

TEACHER JOB RESPONSIBILITIES & EXPECTATIONS

▪ Teach five sections of a course/courses within your discipline and one section of Advisory

▪ Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach)

▪ Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

▪ Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

▪ Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects

▪ Develop project-based “Rigorous Summative Assessments” in alignment with our ​Graduate Profile

▪ Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students

▪ Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners

▪ Align course content with our Public and Community Health Pathway

▪ Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week.

▪ Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year

▪ Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights)

CTE SPECIFIC QUALIFICATIONS

▪ Attend and participate as needed in weekly Professional Development that is aligned with school wide priorities or CTE pathway

▪ Collaborate with science teacher to ensure that Public and Community Health curriculum and best practices are being utilized

▪ Participate in monthly advisory board meetings to review Public and Community Health pathway initiatives and best practices

▪ Commitment to aligning course content with our Public and Community Health Pathway

RESPONSIBILITIES AS AN ADVISOR

▪ Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.)

▪ Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory

▪ Collaborate with students, parents/guardians and other teachers to address the academic and

social needs of advisees; provide consistent follow-up with/for students, parents/guardians and

teachers in the role of Advisor

▪ Facilitate the maintenance of student portfolios

▪ Hold a focused independent reading time space 3x per week during Advisory

▪ Coordinate bi-annual student-led conferences

▪ Conduct home visits to meet with advisees and their families as necessary

TEACHER LEADERS

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision. We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so. Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc.

SALARY AND SCHEDULE

▪ Competitive, with health, sick, and pension benefits

▪ Stipends available for leadership responsibilities, advanced degrees, Spanish fluency


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Mentor for Summit Learning Teacher Residency

Who We Are:

Marshall Street Initiatives:

Marshall Street at Summit Public Schools (“Marshall”) is a team of educators working to expand opportunities for all students. While our initiatives focus on different groups—teachers, principals, parents, graduates, and K-12 students—they are united by their focus on equitable access to education. Together with a broad group of engaged partners, we’re building towards a world in which every student is equipped to live a life defined by financial independence, community, strong relationships, health, and purpose.

Summit Public Schools:

Summit is a network of public schools that prepares all students to be the best versions of themselves, to be successful through college and in the fullest ways possible—so they can each live a fulfilled life. This includes a life filled with financial security, purposeful work, strong relationships, meaningful community, and personal health. Today, Summit operates 15 public middle and high schools whose students reflect their diverse communities in California and Washington. Summit schools are consistently ranked among the best in the nation. All Summit students graduate prepared for a four-year college and our graduates complete college at twice the national average.

The Summit Learning Environment:

Teaching at Summit is unlike teaching in a traditional environment. Our teachers know the individual strengths and growth areas for each student. We empower students to own their learning.By design, our schools are small communities where every student is known. Our schools are intentionally heterogeneous, and reflect the diverse demographics of the communities they are a part of. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students.Summit teachers plan by deeply understanding student data and determining what group and individual supports are needed for their students to move forward on complex projects.This planning requires teachers to consider not only how students are integrating content information into their projects but also how they are applying cognitive skills (e.g. hypothesizing) that stretch across all content areas and the habits of success (e.g. self-direction) that allow them to prepare for the world beyond the classroom.Summit teachers do not see themselves as disseminators of knowledge but instead as facilitators and coaches to their students.We are committed to continual growth at Summit. We prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders. With dedicated days of professional development built into the academic year, we equip teachers with the tools necessary to improve their practice and tackle challenging issues.

Position Overview:

The Summit Learning Teacher Residency seeks to support the next generation of teachers in building the skill, mindset, and practice to lead a high-quality personalized learning classroom. It is a one year program during which residents are immersed in Summit classrooms while also completing credentialing coursework leading to a California Single Subject Teaching Credential.  The residency program was designed in collaboration with the Stanford Center for Assessment, Learning and Equity (SCALE). Residents work alongside a cooperating teacher four days a week for the length of the school year.  The residency model uses a gradual release of responsibility approach, working up to independently teaching one class section for the second semester.  The learning experiences and coursework that the residents engage in follow Summit’s personalized learning model.  Residents demonstrate their learning through authentic projects that can then be implemented directly in their classrooms.  Residents learn content through playlists, allowing them to personalize and self-pace this learning experience. As a cohort, residents engage in coursework one full day and one afternoon each week; this time is spent in a combination of whole group, small group, and individual learning experiences, depending on the needs of the residents.Residents receive support from both a cooperating teacher and a mentor.  The Mentor plays the role of both an instructor and a coach.  The Mentor facilitates the weekly learning experiences for all residents, while also providing feedback on and assessing their credentialing coursework.  The Mentor also observes and coaches a small group of residents every other week.  This dual role allows the Mentor to support the resident in making direct connections between the coursework / projects and the experiences he/she is having in the classroom.  Mentors are part of the Summit Learning Teacher Residency program faculty and report directly to the Program Director.  As a team, the Mentors represent a diverse set of expertise, including a wide variety of subject area knowledge, an array of professional backgrounds, and complementary skills. The team works together to deliver holistic support to residents, honing in on the intersection between personalized learning best practices and core pedagogical theory.

What you’ll do:

Facilitation of Credentialing Coursework


  • Plan and facilitate project-based coursework and personalized learning experiences for the cohort of residents.

  • Model high quality, personalized learning instructional practices.

  • Provide formative and summative feedback for residents on all coursework and assessments.

  • Maintain a deep understanding of the program requirements, performance tasks, and assessment tools.

  • Support residents in successfully meeting the program requirements, including the edTPA.

Coaching


  • Support a group of residents on a weekly basis through observation and coaching.

  • Conduct weekly formal and informal classroom observations of residents and provide feedback on their development as teachers.

  • Build strong relationships with residents.

  • Lead coaching conversations to support the growth of residents.

  • Respond to the professional and emotional needs of residents.

  • Build strong relationships and collaborate regularly with cooperating teachers to ensure a coherent, aligned experience and growth trajectory for residents.

  • Maintain open communication and positive relationships with school leaders.

Curriculum Iteration


  • Iterate on and revise credentialing program curriculum, including projects, learning experiences, and playlists.  

  • Work collaboratively with the team of mentors to provide feedback on credentialing program curriculum and iterations.

Professional Development and Program Improvement


  • Participate in trainings, professional development, individual coaching, and team meetings with the Regional Director and the Senior Director.

  • Develop and lead program initiatives as part of the continuous improvement process.

  • Participate in the 360 review and program evaluation processes to provide feedback on the residency program.

What you need:


  • Commitment to uphold Summit’s values, belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Master’s degree in Education or a related field required

  • Minimum of 3 years of full time teaching experience, preferably in a personalized learning classroom environment


  • Clear California teaching credential in English, History, Mathematics, Spanish, Biology, Physics, or Chemistry

  • Experience coaching and/or mentoring new educators

  • Clear health and background check

Who you are:


  • You are committed to mentoring and supporting new teachers into the profession.

  • You maintain high expectations for all students and believe all students can find success in school, college, and life.

  • You have a strong background in education theory and pedagogy.

  • You have a firm understanding of the principles of adult learning.

  • You facilitate learning experiences, using a variety of methods: project-based learning, direct instruction, small group and individual tasks, formative and summative assessment, direct teacher feedback, public presentation, and more

  • You have experience with backwards planning and curriculum creation.

  • You have strong coaching and mentoring skills.  You have experience coaching and/or mentoring adults, including building strong relationships and supporting both personal and professional development.

  • You are open to giving and receiving honest, actionable and timely feedback.  You model a growth mindset and support adults in developing their own mindsets.

  • You are empathetic and culturally responsive. You design and implement social and emotional learning experiences, and you’re open to having hard conversations

  • You thrive in innovative environments, and are comfortable with the ambiguity that can come with a dynamic and progressive workplace

  • You thrive while collaborating and are excited to work with colleagues to continue to develop an innovative, new program. You find positivity in share successes

  • You use data to track key metrics and participate in continuous improvement processes.

What you get:

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays and 4 weeks of vacation during the year.

We strive to recruit a diverse team. Summit Public Schools is an equal opportunity employer and does not discriminate against any employee or applicant on the basis of race, color, ethnicity, national origin, religion, gender, gender identity and/or expression, sexual orientation, disability, age, marital status, military status, pregnancy, parenthood, citizenship status, creed, or any other characteristic protected by federal, state or local law. Summit will provide reasonable accommodations for qualified individuals with disabilities.

People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. 


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Job Title: Infant/Toddler Teacher

Organization: International Child Resource Institute (ICRI)

Location: Stanford University Stock Farm Road Children's Center, Stanford, CA

Salary: Competitive pay rate plus $250 Sign-on Bonus after 3 months of employment!

Job type: Full-time

“We are a community of thousands of children, families, community leaders, great thinkers, innovative doers, program experts, and those with the heart, soul, and commitment to make change for children and families every day.”

About Us: International Child Resource Institute (ICRI) is a leading international early childhood education, health, and development organization that provides award-winning locally-initiated preschool and infant/toddler Emergent Curriculum programs in over fifty countries from Ghana to Malaysia and partners with UNICEF, World Health Organization, and many other leading organizations. Founded in 1981, our early education programs are based on child-directed, Reggio-inspired, developmentally appropriate practices. We seek full-time Infant/Toddler Teachers who embrace the opportunity to make a lasting difference in children’s lives. Our three centers on the Stanford campus (Madera, Arboretum, and Stock Farm) offer growth opportunities, competitive pay, a positive team culture and excellent benefits, including tuition reimbursement, paid training and partnerships with leading early childhood educators. ICRI envisions a world in which all children are able to fulfill their greatest potential.

The Opportunity: As a full-time Infant/Toddler Teacher on the Stanford University campus you are responsible for nurturing each child’s creativity and curiosity on the path of growth and early learning. Responsibilities include implementing curriculum, providing instruction and supervision, communicating with parents and team members, and creating a healthy and safe environment for all students and staff. All ICRI teachers and staff are held to our high standards regarding communication, curriculum, professionalism, and safety.

Key Responsibilities:


  • Plan and implement activities with your co-teacher team for the classroom.

  • Create an environment in which each child has a chance to grow and thrive.

  • Provide a balance between child-initiated and teacher-informed activities.

  • Actively engage with children to support social and emotional development.

  • Implement hands-on activities that develop positive self-esteem and social skills.

  • Promote positive guidance techniques.

  • Provide a variety of creative and expressive activities.

  • Manage classroom through positive redirection, problem-solving, and active listening.

  • Follow routines that have been established to ensure smooth transitions.

  • Communicate with children at their developmental level.

  • Answer questions while children engage in their explorations.

  • Lead small groups and prepare learning activities.

  • Use a variety of methods (songs, art, outdoor activities) to motivate abilities.

  • Display inclusive practices to accommodate children with special needs.

  • Utilize classroom materials and routines to promote an environment conducive to age-appropriate levels of development, interests, and special needs of the children.

  • Assist in documentation of student work; such as portfolios, and wall displays.

  • Maintain an open line of communication with parents and provide appropriate information (after speaking with your team), and share relevant information from parents with the team.

Qualifications:


  • Minimum of 12 Early Childhood Education units, including 3 units in Infant/Toddler Development (required)

  • 1+ year Infant/Toddler Education Experience (preferred)

  • Knowledge of early childhood education and child development

  • Knowledge and experience with emergent curriculum - a plus

  • Experience working with infants, toddlers, and preschool-aged children

  • Commitment to promoting the mission and values of ICRI

  • A positive attitude, flexibility, and enthusiasm for education and learning

  • Strong verbal and written communications skills

  • US Work Authorization and excellent references

  • Submission of TB clearance and background check

  • CPR and First Aid Certification or willingness to obtain

  • Must be able to work from 9:30 am - 6:30 pm

Working at ICRI: Our team is here to support you learn and grow as an educator. We provide all teachers and staff with a positive environment that rewards excellence, promotes learning, and offers great benefits, including:


  • A comprehensive benefits package including health insurance

  • Competitive pay with opportunities for raises

  • Commuter reimbursement (up to $300/year)

  • Opportunity to participate in a 403(b) retirement program, with a matching plan

  • Paid professional development days (4 days/years of small group courses)

  • Tuition reimbursement up to $2,500 annually to support ongoing learning.

How to Apply: Are you ready to make a difference in the lives of children and join an amazing team? Contact us today to find out how we can help you grow your career in early childhood education and how you can inspire the next generation. 


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Saint Joseph Notre Dame High School is a co-educational, Catholic parish high school located in the heart of residential Alameda, just minutes from downtown Oakland. SJND offers academic excellence and moral development to its diverse and talented 470 students. The 65 staff members are dedicated to the development of confident, open-minded, generous leaders who are ready to live joyful lives of faith, scholarship and service. The school educates future leaders in a supportive and challenging environment.

We are currently seeking a part-time Spanish teacher to teach one section of Spanish 2 and two sections of Spanish 3 for the 2020-2021 school year. The position begins August 1, 2020.  

Minimum qualifications for this position include a Bachelor’s Degree in a related field and a California Single Subject Teaching Credential with a Spanish endorsement. Successful high school teaching experience is required and a Master’s Degree in a related field is preferred. Candidates must be able to teach all levels of Spanish.

The candidate will be responsible for working with other members of the Language Other than English (LOTE) Department to implement curriculum. Candidates must be willing to teach according to Roman Catholic Church doctrine and values. 

Salary is commensurate with experience, graduate education and credentials, according to the school's established salary schedule for teachers. This position offers full benefits including medical, dental, and visual health benefits as well as pension and retirement plans. 

Please submit a resume, cover letter, statement of educational philosophy and three professional references by email to Jessica Park, Assistant Principal of Academics, at . Find out more about our school at www.sjnd.org. We are an equal opportunity employer and we welcome and encourage diverse candidates to join our community.


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ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society.

WHO WE ARE :

At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society.

The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community.

REQUIRED QUALIFICATIONS FOR TEACHERS

▪ Hold a valid California Teaching Credential

▪ Be able to work from and build upon an established curriculum, scope, and sequence

▪ Experience with differentiation in curriculum and instruction to support emerging skill sets of students, especially students with IEPs and English Language Learners

▪ Committed to further developing the skills and examining the ideologies associated with the ARISE Instructional Core criteria

▪ Growth mindset

▪ Commitment to equity and serving the students, families, and community of ARISE

PREFERRED QUALIFICATIONS FOR TEACHERS

▪ The successful candidate will have demonstrated proficiency in all areas of our ARISE

Instructional Core :


  1. Restorative Justice

  2. Literacy strategies

  3. Culturally relevant teaching

  4. Rigorous instruction through project-based learning

  5. Standards-based teaching

  6. Classroom aesthetics

▪ Experience in individual and collaborative curriculum development

▪ Experience with trauma-informed classroom and restorative justice

1

▪ Two years of credentialed teaching experience in an urban setting

▪ Advanced degree in subject-matter content or education

▪ Familiarity working with Common Core standards

▪ Experience with assessments for and of learning ( standards based grading)

▪ Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered

instructional practices

TEACHER JOB RESPONSIBILITIES & EXPECTATIONS

▪ Teach four sections of a course/courses within your discipline and one section of Advisory

▪ Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach)

▪ Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

▪ Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

▪ Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects

▪ Develop project-based “Rigorous Summative Assessments” in alignment with our Graduate Profile

▪ Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students

▪ Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners

▪ Align course content with our Public and Community Health Pathway

▪ Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week.

▪ Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year

▪ Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights)

HISTORY /SOCIAL SCIENCE TEACHER SPECIFIC QUALIFICATIONS

▪ Familiarity with the Stanford History Education Group Historical Thinking Skills

▪ Experience supporting students through the multiple stages of research-based writing and other expository writing 

▪ Experience with scaffolding reading and writing from smaller discrete steps to more complex skills

▪ Stance that asks students to think about history from multiple and critical perspectives, including a focus on non-dominant narratives of historically oppressed peoples

▪ Experience with academic discourse and student talk structures

▪ Interest and expertise in co-building a Humanities department that cultivates knowledge of self,

critical consciousness, codes of power, literacy, and reading the word and the world.

RESPONSIBILITIES AS AN ADVISOR

2

▪ Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.)

▪ Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory

▪ Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Advisor

▪ Facilitate the maintenance of student portfolios

▪ Hold a focused independent reading time space 3x per week during Advisory

▪ Coordinate bi-annual student-led conferences

▪ Conduct home visits to meet with advisees and their families as necessary

TEACHER LEADERS

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision. We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so. Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc.

EMPLOYMENT DETAILS AND SELECTION PROCESS

All teacher candidates are asked to submit the following via email to jobs@arisehighschool.org


  1. a cover letter that includes how the candidate is a good fit with ARISE

  2. a resume

  3. three references

  4. a sample lesson plan

  5. a sample unit plan

After an initial document and phone screening, potential candidates will be asked to do the following:


  1. INTERVIEW: An interview by a panel of students, parents, and staff

  2. DEMONSTRATION LESSON: Candidates will be asked to do a demonstration lesson with some of our students.

  3. LESSON DEBRIEF: Candidates will participate in a lesson debrief in order for ARISE to assess for teacher coachability.

  4. TEACHING PORTFOLIO: A portfolio brought to the interview that includes:

▪ Resume, lesson(s) plans, curriculum plans or unit plans, sample of student work (multiple levels recommended), a letter of recommendation from parent and/or student, a letter of recommendation from a colleague or supervisor

▪ Additional artifacts may include rubrics, classroom handouts, articles written

SALARY AND SCHEDULE

▪ Competitive, with health, sick, and pension benefits

▪ Stipends available for leadership responsibilities, advanced degrees, Spanish fluency

▪ Employment runs from August 1st through the beginning of June. On-site work is estimated to begin on the first week of August.

3


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 Who We Are

What if all students graduated high school with the knowledge, skills and habits they need to lead  a fulfilled life?  This is the question that guides our mission at Summit Public Schools.  Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 15 schools serving over 4,500 students in the Bay Area and Washington state. Historically, 98 percent of Summit graduates are accepted to four-year colleges, and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! 

The Summit Model

Summit’s research-backed model makes teaching and learning at a Summit school unlike any other.  At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time,  teachers teach universal skills through real-world projects - using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and becoming the best project-based teachers in the world.  We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders.  Summit has intensive collaboration structures built in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. 

What you’ll do:


  • A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers stay until 5pm three days per week. 


  • Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. 


  • Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners.


  • Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students.


  • Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. 

What You Need


  • Commitment to uphold Summit’s values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Teaching Credential in California or another US state


  • Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required)

  • Clear health and background check


  • Teaching experience in your subject preferred, but not required

Who You Are


  • You want to be a world-class project-based learning teacher 

  • You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes.

  • You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. 

  • You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life

  • You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement.

  • You have a growth mindset and see feedback as a positive

  • You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. 

What You Get

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental, and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays, 4 weeks of vacation during the year, and a summer break. We value our teachers’ Summit experience, offering stipends for teachers who have been with us for three or more years and helping teachers grow with us through designated time for paid professional development and regular coaching. Summit Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to all programs.  People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. We don't just encourage diversity and inclusion—we believe it's a requirement for us to be successful in our mission of helping all children succeed. Since we serve a diverse-by-design community of schools, educators, parents, and students, we need our team members to bring a broad range of lived experiences to the table with them. This is the only way we can ensure we are staying close to the work and building an authentic relationship with the people we serve. 


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Saint Joseph Notre Dame High School is a co-educational, Catholic parish high school located in the heart of residential Alameda, just minutes from downtown Oakland. SJND offers academic excellence and moral development to its diverse and talented 470 students. The 65 staff members are dedicated to the development of confident, open-minded, generous leaders who are ready to live joyful lives of faith, scholarship and service. The school educates future leaders in a supportive and challenging environment.

We are currently seeking a full-time Theology teacher to teach Christian Scriptures and Foundations of Social Justice during the 2020-21 school year. The position begins August 1, 2020.  

Minimum qualifications for this position include a Master’s Degree in Theology. Successful high school teaching experience is required. Candidates must be able to teach all grade levels 9th-12th.

The candidate will be responsible for working with other members of the Theology Department to implement curriculum. Candidates must be willing to teach according to Roman Catholic Church doctrine and values.

 Salary is commensurate with experience, graduate education and credentials, according to the school's established salary model for teachers. This position offers full benefits including medical, dental, and visual health benefits as well as pension and retirement plans. 

Please submit a resume, cover letter, statement of educational philosophy and three professional references by email to Jessica Park. Find out more about our school at www.sjnd.org. We are an equal opportunity employer and we welcome and encourage diverse candidates to join our community. 


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Who We Are

What if all students graduated high school with the knowledge, skills and habits they need to lead  a fulfilled life?  This is the question that guides our mission at Summit Public Schools.  Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 15 schools serving over 4,500 students in the Bay Area and Washington state. Historically, 98 percent of Summit graduates are accepted to four-year colleges, and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! 

The Summit Model

Summit’s research-backed model makes teaching and learning at a Summit school unlike any other.  At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time,  teachers teach universal skills through real-world projects - using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and becoming the best project-based teachers in the world.  We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders.  Summit has intensive collaboration structures built in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. 

What you’ll do:


  • A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers stay until 5pm three days per week. 


  • Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. 


  • Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners.


  • Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students.


  • Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. 

What You Need


  • Commitment to uphold Summit’s values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Teaching Credential in California or another US state


  • Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required)

  • Clear health and background check


  • Teaching experience in your subject preferred, but not required

Who You Are


  • You want to be a world-class project-based learning teacher 

  • You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes.

  • You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. 

  • You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life

  • You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement.

  • You have a growth mindset and see feedback as a positive

  • You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. 

What You Get

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental, and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays, 4 weeks of vacation during the year, and a summer break. We value our teachers’ Summit experience, offering stipends for teachers who have been with us for three or more years and helping teachers grow with us through designated time for paid professional development and regular coaching. Summit Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to all programs.  People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. We don't just encourage diversity and inclusion—we believe it's a requirement for us to be successful in our mission of helping all children succeed. Since we serve a diverse-by-design community of schools, educators, parents, and students, we need our team members to bring a broad range of lived experiences to the table with them. This is the only way we can ensure we are staying close to the work and building an authentic relationship with the people we serve. 


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 As an AmeriCorps National Teaching Fellow at Citizen Schools, you’ll change the lives of middle school students. You’ll serve as a member of a diverse team of caring adults dedicated to transforming the school day for middle school students in low income communities. We do this by adding three hours to the end of the school day, during which students receive additional academic support in math or language arts, complete homework in structured sessions and participate in hands-on apprenticeships taught by volunteer professionals from the community.As a National Teaching Fellow, you will be performing an extraordinary act of citizenship, helping the nation to address one of its greatest challenges, educating our youth in ways that promote self belief, college readiness, and the skills needed to achieve their dreams. It is an opportunity that leads to a better future for students, yet also holds rich benefits for those willing to dedicate two years of their life to national service through AmeriCorps. That’s why we call the opportunity: Teach, Serve, Grow.All National Teaching Fellow positions begin in July 2020 with Summer Institute, an intensive training program during which you will learn the skills needed to successfully serve in low income schools and deliver high quality academic enrichment to students.Essential Duties & Service Member Functions During your two years as a National Teaching Fellow you will:SERVE: The ability to connect with students day-to-day and help them through the difficult years of middle school is a profound opportunity for many individuals who join the Fellowship. Fellows are eager to impact the academics of students directly, but also have the opportunity to influence student growth through the lens of a mentor and coach.


  • Act as a liaison and advocate for students in the school community

  • Communicate regularly with families to discuss student progress and program updates

  • Partner with volunteers from businesses, nonprofits, universities, and other local organizations, to create relevant, real-world learning experiences for students

  • Identify assets that already exist in the communities we serve, and support with making direct connections to our students and families

  • Create and reinforce a culture of achievement

  • Build lasting relationships with students, families, and volunteers that increase the school’s impact in the community

  • Create opportunities for students that strengthen the connection between academic success, college, and career

TEACH: Driving academic outcomes is a core component of our mission. On many campuses our Fellows push in or pull out small groups of students to aide instruction that is occurring during the first shift. (occasionally Fellows may deliver new content in select regions only and may vary by campus). Teaching Fellows have an important role to play in the extension of learned content or “reteaching”/ reinforcing what was previously delivered by a member of the first shift.


  • Deliver hands-on, engaging lessons in Math and/or English Language Arts and provide structured homework/project support

  • Partner with first shift teachers and families to support student academic and personal growth

  • Inspire students to set and achieve ambitious goals, and hold students to consistently high expectations

  • Monitor and use student learning data to inform instructional/ program decisions

  • Prepare students for college by cementing college-to-career-connections

  • Motivate students to attain the knowledge, skills, and beliefs to achieve personal goals

  • Explicitly communicate the idea that hard work + opportunity = success

  • Steward good classroom practice, including the creation of a safe learning environment

GROW: Training and support are critical components of the Teaching Fellowship experience and contribute greatly to our Teaching Fellows’ overall successes, both in their direct service, and their personal/professional development. We are committed to providing ongoing coaching opportunities throughout their two years of service that will lead to student impact, as well as career advancement.


  • Be challenged by diverse professional experiences at school, in the regional office, and with partner organizations

  • Impact program results through direct responsibility for school/ region-wide projects

  • Plan, execute, and participate in a variety of school and regional events

  • Network with senior professionals in diverse disciplines including: technology, law, finance, and higher education

  • Collect, analyze, and use data to inform decision-making

  • Operate in an entrepreneurial environment with access to campus, regional, and national leadership

  • Give and receive feedback, strengthening personal and professional skills

  • Grow cultural competencies through the opportunity to work as part of a diverse professional and school community

  • Receive career pathway development training and opportunities in your second year of service, such as resume coaching, job identification that aligns with your interests, as well as interviewing coaching techniques

QualificationsIt takes a special person to work in education reform and to meet the challenges of today’s schools. Before applying, please consider the following qualifications, skills, and experiences that we have found lead to success as a Teaching Fellow. No one candidate will meet every criteria; however, it is a good exercise to review the list in advance of submitting your application to ensure you believe you have “what it takes” to support middle school students to help them discover and achieve their dreams.


  • Education Requirement- Must have completed at least 60 credit hours or its equivalent at an accredited college or university (according to the standard 1 credit hour, per hour spent in class per week), with a 2.5 cumulative GPA. Bachelor’s degree, preferred. If you are interested in serving and do not meet the education requirement, please take a look at our . 

  • Knowledge of and commitment to the Citizen Schools’ mission to serve students in low income communities

  • Experience working or volunteering with students

  • Passion for changing the lives of middle school students

  • Desire to work with students and families in low income communities

  • Strong academic skills in Math and English

  • Ability to coach and mentor others

  • Ability to solicit and receive adjusting feedback

  • Commitment to teamwork and collaboration with colleagues from diverse backgrounds

  • Ability to build relationships and influence students, colleagues, and community members

  • Outstanding communication skills, strong detail orientation, time management, and organization skills

  • Demonstrated leadership ability

  • Demonstration of Citizen Schools’ values: Pride, Joy, Respect, Courage, Teamwork, Perseverance, and Vision

Compensation & BenefitsNational Teaching Fellows receive an annual living stipend of $23,550 pre- tax, paid out in bi-weekly installments. You will also be eligible to receive:


  • $5,920 Segal Education Award for each year of service successfully completed

  • Forbearance of qualified student loans during your two years of service

  • Access to high quality health, dental and vision insurance

  • Childcare benefits

  • A national support network of members and alumni

  • Ongoing professional development throughout 2-year service commitment

*For a more comprehensive view for each of the above benefits, please follow this .Application Process The admissions process is rigorous, so interested candidates are encouraged to apply early. You can learn more by visiting our website at .Physical, Environmental and Health and Safety Requirements Serving as a National Teaching Fellow with Citizen Schools requires members to be able to meet essential requirements in the following categories:



  • Physical Requirements: Frequent movement and physical abilities to perform writing, communication and visual responsibilities are key in this service role.


  • Health and Safety: Ability to maintain safety and respond to safety situations that commonly occur at schools.


  • Environmental Conditions: Placement in urban school settings comes with exposure to many factors.


  • Technology/Equipment use: There are baseline technology requirements in this position that require ability to use and leverage a computer and other technology aids in schools.

To learn more about specifics within these areas, please or contact a member of the Talent Team for more information.Keeping Schools SafeQualified candidates are required to successfully complete local and AmeriCorps directed criminal history and sexual offender checks. The requirements for clearance differ by region and school district based on applicable law and what are defined allowable convictions locally.You can learn more about AmeriCorps required checks by clicking . Please note allowable offenses are dictated by the local municipality and can change at the discretion of local districts.

EQUAL OPPORTUNITY STATEMENT: Citizen Schools is an equal opportunity employer and does not discriminate on the basis of sex, race, color, religion, sexual orientation, gender identity, national origin, cultural heritage, ancestry, political belief, age, marital status, pregnancy, physical or mental disability or veteran status. Citizen Schools is compliant with the American with Disabilities Act and we are committed to making special accommodations for your interview or work as a member of our team. 


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For 51 years, Action Day Primary Plus Schools have proven to be steadfast leaders in the Bay Area's childcare industry. We are seeking creative, positive, nurturing individuals who are looking for the opportunity to make a difference and have fun while you're doing it in a supportive, enthusiastic environment.

We are currently hiring for the following positions:

• Full-Time Infant/Toddler Aides

ECE units preferred, experience preferred

• Full-Time Infant Teachers

• Full-Time Toddler Teachers

• Full-Time Preschool Teachers

12 ECE Units Required

• Assistant Directors

B.A. preferred, 2 years teaching experience required

Benefits Include:

• Full benefits for full-time employees (30+ hours/week)

• Discount on childcare (50-75%) - At ADPP, it is our goal to enrich the lives of both you and your children!

• Advancement Opportunities - 80% of our Leadership Team promoted from within!

To be considered, please respond to this ad with your resume.

Keywords: preschool, teacher, infant, toddler, childcare, care, daycare, children, caregiver, preschools, child, children, kids, summer camp, after school, extended day, substitute, transitional kindergarten, jr. kindergarten

Job Type: Full-time


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San Jose Day Nursery is a well-established early care and education center dedicated to providing high quality programs for children between the ages of six weeks to five years. The Nursery promotes the cognitive, social, and emotional skills in children, which lays the foundation for the success both in kindergarten and in life. We believe that all children deserve access to high quality, caring, educational programs that stimulate growth and contribute to satisfying and productive lives that allow them to thrive.

We have the following Full Time (40 hours per week) position available:


  • Teacher: Pre School (three to four year olds)

Our teaching staff are responsible for:


  • Maintaining a healthy, safe environment both indoors and outdoors

  • Creating and implementing weekly lesson plans

  • Facilitating program activities to promote positive child growth and learning

  • Documenting daily observations of children to maintain a detailed child portfolio

  • Completing semi-annual Desired Results Developmental Profiles for each child

  • Communicating effectively with parents and hold two parent-teacher conferences per year

  • Working in a team setting and contributing positive ideas to the betterment of the program

Qualifications & Experience:


  • Experience working with young children in a group setting implementing a hands on, emergent curriculum with a social learning emphasis

  • Experience working with special needs (desired but not required)

  • Motivation to learn and grow in knowledge and ability

  • Team player with a "can do" attitude

Education: Needs to be reflected on resume to be considered for an interview.


  • Teachers must possess a Child Development Associate Teacher Permit (or higher), or obtained within six months of hire.

Permit Requirements: At least 12 ECE semester units (or equivalent quarter units) including the following core classes:


  • Child Growth & Development (3 semester units)

  • Child, Family & Community (3 semester units)

  • Programs & Curriculum - Literacy for Young Children, Art, Music & Movement, etc. (2 classes, 3 semester units each)

  • Teachers must have at least six months minimum experience working with young children in licensed facilities.

  • All positions require annual professional growth by either completing one college level class per semester/quarter until Master Teacher Permit level OR participate in one professional growth activity each semester after required coursework is achieved.

Prior to starting all new hires will be required to submit the following:


  • Health screening and TB test

  • Criminal Record Statement

  • Fingerprint clearance as required by Community Care Licensing

Hours: Monday through Friday, 8 paid hours per day 9 am to 6 pm.

Please do not apply for these positions if you do not have the above qualifications and skills or if you are unable to work the scheduled shift advertised.

If you are qualified, please submit resume as an email attachment.

Job Type: Full-time

Salary: $19.00 to $22.00 /hour

Experience:


  • teaching: 1 year (Required)

Education:


  • High school or equivalent (Required)

License:


  • Child Development Associate Teacher Permit (Preferred)

Work Location:


  • One location

Benefits:


  • Health insurance

  • Dental insurance

  • Retirement plan

  • Paid time off

Schedule:


  • Monday to Friday

  • 8 hour shift

  • Overtime

Benefit Conditions:


  • Only full-time employees eligible


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We have full-time Montessori & Preschool/Toddler teacher openings at our location at 34735 Ardenwood Blvd, Fremont, CA 94555. Little Flowers Montessori has ten locations in Fremont, Milpitas, Newark, Pleasanton, Walnut Creek, Elk Grove and Vacaville.

This is an excellent opportunity to join us for a rewarding career. We are looking for teachers who are creative, energetic, and simply enjoy being with young children.

We provide excellent benefits to full-time employees including, competitive salaries, paid time off, paid holidays, medical, dental & vision coverage, 401K retirement plan, Montessori Training and tuition discounts for children of teachers.

Our school programs focus on every aspect of child's growth. We tailor our attention to each child's cognitive, emotional, social and physical development. Children learn self respect, respect for others, and respect for their surroundings and love for learning.



  • Montessori Teacher: Applicants must be a fully qualified Montessori Teacher (AMI or AMS) or currently taking Montessori Training.


  • Preschool/Toddler Teacher: Applicants must have a minimum of 12 ECE units and a minimum of 6 months work experience. Applicants must be able to implement the curriculum set by the school and must be willing to change diapers.

All applicants must be able to pass the fingerprinting/child background check & be able to pass health screening and TB.

We prefer you submit the application online here: http://lfmont.com/emp_application.html

Please call (510) 793-0000 for more information or visit our web site at http://lfmont.com

Job Type: Full-time

Experience:


  • Preschool Teacher: 1 year (Preferred)

Benefits:


  • Health insurance

  • Dental insurance

  • Vision insurance

  • Retirement plan

  • Paid time off

  • Parental leave

  • Professional development assistance

  • Tuition reimbursement


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 ARISE High School is hiring a STEM Elective Teacher     

Do you want to join a dream team of educators who are innovative, passionate, and committed to challenging the status quo in public education and building a model for academically rigorous social justice education in Oakland and beyond?!

ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society.     Who We Are:At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society.     The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community.      

Required Qualifications for Teachers


  • Hold a valid California Teaching Credential 

  • Be able to work from and build upon an established curriculum for two Engineering courses, and co-teach two computer science course sections with a master teacher

  • Growth mindset, commitment to building a healthy staff culture of professional learners

  • Commitment to equity and serving the students, families, and community of ARISE

  • Committed to further developing the skills and examining the ideologies associated with the criteria

 Preferred Qualifications for Teachers


  • Hold a valid California Teaching Credential in math or science

  • Experience in individual and collaborative curriculum development 

  • Experience with trauma-informed classroom and restorative justice

  • Two years of credentialed teaching experience in an urban setting 

  • Advanced degree in subject-matter content or education

  • Familiarity working with Common Core standards, or NGSS standards

  • Experience with assessments for and of learning ( standards based grading)

  • Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered instructional practices

  • The successful candidate will have demonstrated proficiency in all areas of our ARISE Instructional Core


  1. Restorative Justice

  2. Literacy strategies

  3. Culturally relevant teaching

  4. Rigorous instruction through project-based learning

  5. Standards-based teaching

  6. Classroom aesthetics

Teacher Job Responsibilities & Expectations


  • Teach four sections of a course/courses within your discipline and one section of Advisory

  • Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach)

  • Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

  • Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

  • Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects

  • Develop project-based “Rigorous Summative Assessments” in alignment with our

  • Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students

  • Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners

  • Align course content with our Public and Community Health Pathway

  • Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week.  

  • Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year

  • Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights)

Responsibilities as an Advisor


  • Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.)

  • Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory

  • Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Advisor

  • Facilitate the maintenance of student portfolios

  • Hold a focused independent reading time space 3x per week during Advisory

  • Coordinate bi-annual student-led conferences

  • Conduct home visits to meet with advisees and their families as necessary

Teacher Leaders

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision.  We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so.  Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc.

Employment Details and Selection Process

All teacher candidates are asked to submit the following via email to 


  1. a cover letter that includes how the candidate is a good fit with ARISE

  2. a resume

  3. three references

  4. a sample lesson plan 

  5. a sample unit plan 

After an initial document and phone screening, potential candidates will be asked to do the following:


  1. INTERVIEW:  An interview by a panel of students, parents, and staff

  2. DEMONSTRATION LESSON:  Candidates will be asked to do a demonstration lesson with some of our students.

  3. LESSON DEBRIEF:  Candidates will participate in a lesson debrief in order for ARISE to assess for teacher coachability.

  4. TEACHING PORTFOLIO:  A portfolio brought to the interview that includes:


    • Resume, lesson(s) plans, curriculum plans or unit plans, sample of student work (multiple levels recommended), a letter of recommendation from parent and/or student, a letter of recommendation from a colleague or supervisor

    • Additional artifacts may include rubrics, classroom handouts, articles written Salary and Schedule




  • Competitive, with health, sick, and pension benefits

  • Stipends available for leadership responsibilities, advanced degrees, Spanish fluency

  • Employment runs from August 1st through the beginning of June. On-site work is estimated to begin on the first week of August.


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JOB DESCRIPTION:

Sylvan Learning in San Jose is looking for enthusiastic, dedicated teachers to inspire and help our students achieve academic excellence. We are currently accepting applications for experienced Part Time Writing, Reading and Math teachers. Do you have advanced degrees in math or related subjects? Then you qualify as a potential math teacher

COMPANY CULTURE and BENEFITS:

Personalized instruction is how we build skills and confidence with our students. We identify the skills that need improvement and create an instructional program fills the skill gaps. There are no lesson plans or take home work for our teachers. All of their time is devoted to teaching.

JOB REQUIREMENTS:

•Valid teaching credential or certificate from any state

•Must have 1-2 years experience teaching

•A love for teaching Reading and language arts

•Passion for Education

•We are open Mon-Fri and Saturday mornings

HOW IT WORKS:

•Teach students in a 3:1 student-teacher ratio

•Use pre-planned lessons

•Use proven methods developed by educators

•Use educational materials approved by schools

•Motivate students of all ages to excel academically and develop a love of education

SCHEDULE:

Part-Time. We are open for instruction Monday thru Friday afternoons (and mornings in the summer) and Saturday mornings. Preference given to those teachers with greater availability and flexibility. You will give us your hours of availability and we will match them with our needs.

TO APPLY: Please email your resume and cover letter to:

Sylvan is the nation's largest provider of supplemental education and we are nearing our 40th anniversary.

This is individualized teaching at its best. There are no lesson plans to prepare and you work with motivated students. Each student has an individualized lesson plan based on the results of a "skills assessment". Our goal is to build skills with a wide variety of learning materials and personalized instruction from caring, trained teachers. Instruction is provided during after school hours and on Saturdays.

Teaching at Sylvan is a rewarding experience and can supplement your income while you help students succeed in school. Training is provided and you can learn more about Sylvan by visiting our website

Email your resume so we can schedule an interview and you can start your Sylvan career.


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ARISE HIGH SCHOOL IS HIRING A CREDENTIALED SPANISH TEACHER

 Do you want to join a dream team of educators who are innovative, passionate, and committed to challenging the status quo in public education and building a model for academically rigorous social justice education in Oakland and beyond?! ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society. 

 

WHO WE ARE: At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society. The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community. 

 

REQUIRED QUALIFICATIONS FOR TEACHERS 

▪ Hold or be working towards a valid California Teaching Credential 

▪ Be able to work from and build upon an established curriculum, scope, and sequence 

▪ Experience with differentiation in curriculum and instruction to support emerging skill sets of students, especially students with IEPs and English Language Learners 

▪ Committed to further developing the skills and examining the ideologies associated with the ARISE Instructional Core criteria 

▪ Growth mindset 

▪ Commitment to equity and serving the students, families, and community of ARISE PREFERRED QUALIFICATIONS FOR TEACHERS 

▪ The successful candidate will have demonstrated proficiency in all areas of our ARISE Instructional Core: 

  1. Restorative Justice 

  2. Literacy strategies 

  3. Culturally relevant teaching 

  4. Rigorous instruction through project-based learning 

  5. Standards-based teaching 6. Classroom aesthetics 

▪ Experience in individual and collaborative curriculum development 

▪ Experience with trauma-informed classroom and restorative justice 

▪ Two years of credentialed teaching experience in an urban setting 1 

▪ Advanced degree in subject-matter content or education 

▪ Familiarity working with Common Core standards 

▪ Experience with assessments for and of learning ( standards based grading) 

▪ Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered instructional practices TEACHER JOB 

 

RESPONSIBILITIES & EXPECTATIONS 

▪ Teach four sections of a course/courses within your discipline and one section of Advisory 

▪ Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach) 

▪ Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development) 

▪ Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly 

▪ Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects 

▪ Develop project-based “Rigorous Summative Assessments” in alignment with our Graduate Profile 

▪ Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students 

▪ Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners 

▪ Align course content with our Public and Community Health Pathway 

▪ Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week. 

▪ Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year 

▪ Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights) SPANISH TEACHER SPECIFIC QUALIFICATIONS 

▪ Experience in primary language literacy and development (i.e. Spanish) 

▪ Experience with teaching native/heritage speakers 

▪ Teaching complex reading and writing 

▪ Experience with teaching non-native speakers 

▪ Teaching grammar and conversational Spanish 

▪ Able to teach Spanish for Native Speakers and Introduction to Spanish (for non-native speakers) 

▪ Experience with writing and reading models such as 6+1 Traits of Writing (Culham & Chin, 2003), 

▪ Experience with scaffolding reading and writing from smaller discrete steps to more complex skills 

▪ Interest and expertise in co-building a Foreign Language department that cultivates knowledge of self, critical consciousness, codes of power, literacy, and reading the word and the world 2 

 

RESPONSIBILITIES AS AN ADVISOR 

▪ Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.) 

▪ Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory 

▪ Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Advisor 

▪ Facilitate the maintenance of student portfolios 

▪ Hold a focused independent reading time space 3x per week during Advisory ▪ Coordinate bi-annual student-led conferences 

▪ Conduct home visits to meet with advisees and their families as necessary 

 

TEACHER LEADERS 

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision. We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so. Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc. 

EMPLOYMENT DETAILS AND SELECTION PROCESS 

All teacher candidates are asked to submit the following via email to jobs@arisehighschool.org 


  1. a cover letter that includes how the candidate is a good fit with ARISE 2. a resume 

  2. three references 

  3. a sample lesson plan 

  4. a sample unit plan 

 

After an initial document and phone screening, potential candidates will be asked to do the following: 


  1. INTERVIEW: An interview by a panel of students, parents, and staff 

  2. DEMONSTRATION LESSON: Candidates will be asked to do a demonstration lesson with some of our students. 

  3. LESSON DEBRIEF: Candidates will participate in a lesson debrief in order for ARISE to assess for teacher coachability. 

  4. TEACHING PORTFOLIO: A portfolio brought to the interview that includes: 

▪ Resume, lesson(s) plans, curriculum plans or unit plans, sample of student work (multiple levels recommended), a letter of recommendation from parent and/or student, a letter of recommendation from a colleague or supervisor 

▪ Additional artifacts may include rubrics, classroom handouts, articles written SALARY AND SCHEDULE 

▪ Competitive, with health, sick, and pension benefits

▪ Stipends available for leadership responsibilities, advanced degrees, Spanish fluency 

▪ Employment runs from August 1st through the beginning of June. On-site work is estimated to begin on the first week of August. 


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Essential Qualifications for Applicants:

Single Subject California Teaching Credential in Mathematics.

B.A. or B.S. required, Master’s Degree preferred

Desirable Qualification for Applicants:

3+ years teaching experience in an urban education setting serving low-income students of color

Experience in inquiry based lessons (students centered) with an emphasis on critical thinking

Experience with instruction that is specific to teaching math-specific vocabulary

Interest in joining a highly collaborative team that co-constructs curriculum, lesson plans, and assessments

Experience with assessments for and of learning including standards based grading

Experience or knowledge of how to create and maintain a cohesive, productive, positive, rigorous, and reflective classroom community

Bilingual in Spanish

Teacher Job Responsibilities and Expectations:

Teach 4 sections of Geometry

Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

Provide academic support outside of class to our students (

RESPONSIBILITIES AS ADVISER

Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous

Advisory class of 17- 22 students, including support towards fulfilling graduation requirements

Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Adviser

Time Commitment:

This position is for the remainder of semester two in the academic calendar running till the middle of June.

Common Building Hours: All teachers are expected to maintain hours of 8:15 am-4:00 pm Mondays,Tuesdays, and Fridays and 8:15am-4:30pm on Wednesdays and Thursdays plus office hours 2x/week.

Weekly professional development occurs on Wednesdays and Thursdays, minimum of bi-weekly observation and coaching for all teachers, and paid content specific off-site PD

 


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Want better pay and more work? Want to be rewarded for your loyalty as a substitute teacher? Tired of not having taxes withdrawn from paychecks? Scoot is hiring exceptional substitute teachers throughout San Jose and surrounding areas, as well as the greater Bay Area.

Join an elite group of educators who believe in the value of exceptional education and understand the complexities associated with filling in for the day and take great pride in providing a consistent, valuable day of learning even when the regular teacher is unavailable.

You’ll get:- W-2 employee status (no fussing with taxes at the end of the year!) - Highest pay with weekly direct deposit - Friendly humans: expect to speak to a consultant daily - Easy tech: Instantly set your schedule and receive assignments via app/website - More work: there’s a shortage of teachers and we need your help! - Costs covered: we pay TB/Live-scan and application fees for 30 day permitYou are:


  • Credentialed or have a 30-day Teaching Permit **

  • Empathetic, professional, and passionate

  • Capable of leading in stressful situations and communicating with diverse audiences

  • Reliable, flexible, and excited to belong to a community

  • Competent, kind and fun** Only taken the CBEST? No worries! Instead of a gift card, we’ll cover your CTC live-scan costs & reimburse you for your 30 Day Permit application!


About Scoot:

We place exceptional people in educational settings. We invest in teachers looking for substitute or full-time teaching positions and connect them with stellar independent, charter, private, and religiously-affiliated schools across California. We utilize technology to provide better human experiences and strive to elevate substitute teaching as a career.


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Title: Preschool Teacher Aides & Assistants (Full time or Part time)

Neighborhood Christian Center (NCC) is seeking an individual who loves children and loves God. Our mission at Neighborhood Christian Center is to embrace individuality in a natural, developmentally appropriate play-based environment which fosters a love of learning. We serve children ages 2-6 years old. We implement low ratios, emergent curriculum and project based learning.

We love our staff! We strive to create a positive and collaborative environment for our teachers, where we welcome your creativity. NCC offers benefits for full time staff, accrual of vacation and sick days, in house staff development days, training opportunities and team bonding outings.


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  Thank you for your interest in the Almaden Valley Athletic Club®!  AVAC and AVAC Swim School®  hire staff year-round, and have a proven track record for staff  development and internal promotion. People passionate about serving  others, teaching, leading, and living healthy lifestyles will find  rewarding experiences at AVAC®, whether it is to work through high school, college, or set up a career in sports, recreation, or hospitality

What We Expect

At AVAC®,  our service philosophy is to deliver VIP service and treat our members  like family.  We only hire folks who are passionate about serving  others, who hustle to make others happy, who strive for constant  improvement, who understand what it means to be “on stage,” and who know  how to check their personal baggage at the door.  In this industry, we  work so that others may play.  That means early mornings, late nights,  weekends, and occasionally last minute schedule changes.Serving others is demanding work.  Our Mission: AVAC® is your family-owned favorite place for swim, tennis, fitness, and community.  In order to meet our Mission, members of Team AVAC®  must train constantly to improve service skills.  This means initial  20+ hours of training, regular supervisor and peer feedback, coaching  sessions, staff meetings, and trainings year-round.  Team AVAC® never stops training.  A  minimum of 8 hours per week is required to work here, as well as  weekend availability, attendance at regularly scheduled meetings and  trainings, and a perpetually up-to-date CPR/AED certificate.   Specialized positions such as lifeguards, fitness coaches, swim/tennis  teachers and child care require further certifications and background  checks.

What You’ll Get

Team AVAC® enjoys an  upbeat, constantly busy, and friendly work environment.  We come to work  every day knowing we’re going to be amongst friends and without  cubicles. All staff receive an AVAC® Fitness Membership, significant discounts on all AVAC®  services, paid sick time, discounted child care, team building and  staff development.  Full time staff are eligible for medical, dental,  SIMPLE IRA with employer matching, and discounted AVAC® memberships for family.But most of all…Team AVAC®  prides itself on its culture. We are a work hard play hard group who  are loyal to our team and our community. Together we have our kids meet  up for play dates, we run races, we volunteer, we go hiking, we  celebrate life events, and so much more.  Our Management Team of 13 has  an average of 13 years of service to AVAC® each!  Looking  for an Internship?  We have partnered with San Jose State, San  Francisco State, West Valley College, and others to provide learning and  growth opportunities for students and recent grads. Previous successful  internships at AVAC® have been in the areas of Marketing, Business Administration, Public Relations, Recreation, and Kinesiology.  AVAC®  has experience being a qualified provider of internships for accredited  universities, offering a professional environment and setting up  learning objectives, as well as transitioning internships into  professions.  


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This position will be specifically for a Vocational Nursing Program

Job responsibilities:


  • Be able to teach the following courses: Anatomy and Physiology, Nutrition, Growth and Development, Psychology, Pharmacology, and a Pre-requisite course.

  • Make continuous efforts to improve quality of instruction by reviewing and utilizing different and innovative methodologies / techniques in teaching.

  • Demonstrate or willing to acquire skills for utilizing online activities as enhancers to course content/material during interactive teaching and learning.

  • Assist with reviewing and revising of syllabus for specific course within the program and instructional guidelines.

  • Submit required program reports and forms to Director of the program in a timely manner.

  • Keep current with new technologies and safety regulations.

  • Maintains student records of attendance, grades, and skills check-off forms and assist with program data collection that meet set due dates and deadlines.

  • Assists with updating and maintaining student files as relates to clinical requirements, immunizations and educational requirements.

  • Teach courses at a variety of times and locations in responds to program needs.

  • Participate in professional development and takes responsibility for staying current with college updates.

  • Actively participates in committees as assigned, based on availability, taking into consideration teaching responsibilities as priority

  • Able to meet the additional faculty requirements set by the Board of Vocational Nursing.

  • Experience which demonstrates: Current knowledge of medicine and/or nursing; ability to mentor students in classroom, lab and clinical settings; ability to work independently without close supervision; broad knowledge of nursing sciences; successful handling of day to day operations; proficient, strong communications skills verbal and written; current knowledge/experience in clinical


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Do you love working at summer camp, but require full-time, year-round employment? If so, Sarah’s Science has an opportunity for you.

Sarah’s Science has been offering high-quality science programs for children for more than 20 years. Our This Land is Your Land summer camps, and Toyology after-school enrichment classes feature hands-on projects which delight and engage children while making complex science concepts easily understandable. Bay Area families have come to equate Sarah’s Science programs with excellence.

The Summer Camp Director/School-Year Program Assistant position is a full-time, long-term job opportunity where you can gain meaningful leadership experience while making a difference in the lives of children. Our mission is to provide children with experiential learning opportunities that stimulate curiosity, and leave them with the knowledge that science is fun!

In this role, you will provide leadership, teach hands-on science projects, and oversee daily activities in close partnership with camp counselors, teachers and other staff, to create an outstanding experience for campers, students and their families in the summer and throughout the school year.

We are looking for candidates with demonstrated leadership experience in recreation, youth programs, and environmental/outdoor education. Applicants must have excellent communication skills and a positive and energetic attitude. Experience working with children is a must. Interest in science and nature is strongly preferred. You must have your own transportation and be reliable.

CAMP RESPONSIBILITIES:

*Teach daily science lessons and give instructions for building science projects to large groups of campers (we will provide written instructions and train you how to teach lessons)

*Provide leadership, guidance, and support to camp counselors, staff, campers, and families

*Be a positive role model for camp counselors and staff

*Oversee and facilitate all camp activities, including (but not limited to): science projects, art, games, hiking, swimming, outdoor play, music, snacks, and lunch

*Team up with camp counselors and staff to help create a fantastic experience for all

*Assist with daily set-up and clean-up before and after camp

*Lead weekly staff meetings

SCHOOL-YEAR RESPONSIBILITIES:

* Administrative responsibilities at our Castro Valley office, including taking phone registrations, light data entry, and other duties as assigned

*Manage a one-hour after-school class of 15-30 students (with an assistant)

*Teach science concepts from a lesson plan

*Instruct children how to build projects from step-by-step instructions

*Conduct roll call and sign kids in and out of class

*Interact with parents, teachers, and school staff

*Set up and clean up the classroom

*Transport all materials to and from class

REQUIREMENTS:

* Must have a reliable vehicle with space to transport program materials, and a clean driving record

*Must have leadership qualities and feel comfortable managing large groups of campers as well as staff

*Must be organized, detail-oriented, energetic, and flexible

*Outdoor education experience is a plus

*Prior experience as a camp director strongly preferred

*Able to communicate, multi-task, and resolve issues and challenges creatively

*Must have experience working with children

*Background in education and prior experience teaching is a plus

*BA/BS preferred

*Upon being hired, must submit to finger printing (Live Scan background check) and receive a negative TB-Test result


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We are currently looking to hire in-home tutors who are passionate, patient, professional and knowledgeable in K-12 subjects all over the Bay Area for the Fall 2019 semester.

-San Jose

-Palo Alto

-Fremont

-San Ramon

-Pleasanton

College undergraduates and seniors in high school are more than welcome to apply!All of our tutors get to set their own hours in our app, get paid 2 times a month and get the opportunity to help some amazing students.Tutors must be able to answer yes to the following questions

*

Can tutor through December 2019

*

Can tutor a minimum of 4 hours per week

*

Currently are US Citizens

*

Have a reliable form of transportation

On our platform, you also have the opportunity to tutor students online and answer questions on the Homework Helper app

Apply now online https://www.tutorsync.com/tutor/signup/step/1

About TutorSync

We are an educational tech company that provides premium 1-1 in-home tutoring across the entire bay area. We have a wide range of awesome tutors and great student base that makes us much different than any other company out there.

Come be part of the new movement we are setting!


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is a nonprofit organization focused on improving public schools to make sure that all students - especially low-income students and students of color - have access to schools that will prepare them for success in college, careers and life. We publish easy-to-understand data and research to inform the public about which schools are excelling and which ones are struggling, as well as about the policy and school-based solutions that work. We work with educators from both school districts and charter schools to start excellent new public schools and redesign chronically low-performing schools. And we support and empower parents in high-need communities so they can effectively advocate for better schools and sustain community efforts over the long term.

Innovate is proud to be partnering deeply with the Ravenswood City School District in East Palo Alto, CA, as they work to transform themselves into one of the best districts in the Bay Area. Ravenswood is a small K-8 district with a high-need student population that has faced declining enrollment and significant teacher turnover. Under the leadership of a new school board and Superintendent, Ravenswood has laid out a new strategic plan and is tackling many of its underlying challenges. The district is attracting significant philanthropic and community support as it seeks to invest in students and staff to ensure that Ravenswood schools offer a world-class education to all students.

Innovate is supporting Ravenswood in multiple ways, including through our flagship , a year-long leadership development program aimed at supporting school leaders to create and/or lead successful schools, with a particular emphasis on students of color and low-income students. In addition, Innovate supports the design and implementation of high quality leadership development systems across schools, districts, and organizations and conducts intensive school audits focused on improving management, instruction, and school culture.

OPPORTUNITY

Reporting to the VP, Schools and the Regional VP, Peninsula, the Senior Program Manager, Leadership Development will primarily coach and support school leaders in the Ravenswood City School District as they work to transform their schools into some of the best in the Bay Area. Additionally, this individual will lead a major element of Innovate’s broader school support work, such as our School Site Review process or our program. 

This is an excellent opportunity for a successful former school leader with a demonstrated track record of academic achievement with low-income students. We are seeking someone who is energized by coaching transformational leaders and leading program design efforts for a fast-paced, results-oriented organization that is making a huge difference in the quality of schools in the Bay Area. This position will focus on schools in East Palo Alto, working out of our Redwood City, San Jose or San Francisco office spaces, and will involve significant local travel within the 

San Francisco Bay Area.

Start date: Summer 2020 (or sooner, if candidate is available)

RESPONSIBILITIES


  • Provide individualized leadership coaching, primarily to school leaders in Ravenswood City School District in East Palo Alto

  • Serve as an active member of Innovate’s Schools team, including designing and facilitating World-Class Schools fellowship sessions, and leading a programmatic element of Innovate’s school support work.

  • Serve as an active and effective member of Innovate’s Peninsula team, collaborating with teammates to achieve the region’s campaign goals

  • Collaborate closely with the Innovate parent organizers who are working closely with parents in each Ravenswood school 

  • Respond to emerging needs of the organization, as determined by the VP, Schools and Regional VP, Peninsula.


QUALIFICATIONS


  • Passion for Innovate Public Schools’ mission to initiate, support, and advocate for great public schools for low-income children and children of color.

  • At least 2-3 years of school leadership experience in a high-performing public school serving low-income students of color, with a proven track record of accelerating student academic achievement gains;

  • Demonstrated ability to provide exceptional coaching and mentoring to school leaders;

  • Demonstrated ability to develop and deliver leadership development designed to increase academic achievement within schools 

  • Experience leading people through a time of significant change, ideally in a school turnaround setting 

  • Deep commitment to elevating parent voice and developing parents as leaders.

  • Superior written, verbal and presentation communication skills with the ability to quickly and clearly convey complex topics to multiple audiences;

  • Outstanding interpersonal skills, with a demonstrated ability to create positive, trusting, and professional relationships with a diverse range of audiences, partners and constituent groups;

  • Strong leadership skills and a demonstrated ability to contribute to setting vision and strategic direction;

  • Start-up orientation, with the ability to excel in a work environment requiring flexibility, self-motivation, self-directed problem-solving, collaborative work style, results-orientation, sense of urgency and enthusiasm;

  • Proven ability to create strong school cultures rooted in an understanding of issues of equity, race, class, and restorative practices strongly preferred;

  • Bachelor’s degree or equivalent required, Master’s degree in education, policy, school leadership or related field preferred;

  • Written and oral fluency in Spanish strongly preferred.

Work Environment / Physical DemandsThe work environment characteristics and physical demands described here are representative of those an employee encounters while successfully performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; and talk or hear. The employee must regularly lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The noise level in the work environment is usually moderate.

 

The above statements are intended to describe the general nature and level of work performed by the incumbent in this position. They are not intended to be an exhaustive list of all responsibilities, duties and skills.

 

Please go to (https://jobs.lever.co/innovateschools/c5e0c3af-0590-4360-8caa-a72b61206e47?lever-origin=applied&lever-source%5B%5D=local) to submit your resume and thoughtful cover letter explaining your interest in the position, and the unique skills and qualities you would bring to this leadership role.

Innovate Public Schools provides equal employment opportunities to all employees and applicants for employment without regard to race, ethnicity, religion, gender, sexual orientation, national origin, age, disability, marital status, or status as a covered veteran in accordance with applicable federal, state and local laws.


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For over 51 years, Action Day/Primary Plus Schools have proven to be steadfast leaders in the Bay Area's childcare industry. We pride ourselves on providing each child with quality care rooted in dedication and enthusiasm for their individual growth and development. We recognize the essential foundation of any school is its staff. To accommodate our thriving centers, we are seeking creative, positive, nurturing individuals to uphold our reputation of excellence. Join our team!

Available Positions: Preschool Office Administrator

Job duties include but are not limited to: supporting the school director and assistant director, supervising, coaching, and supporting the staff, offering premium customer service for the parents/families, taking part in enrollment/tours, and other office administration responsibilities.

Qualifications:

B.A. or A.A. Degree

12 ECE Units Required

2-3 years of teaching experience required

2 years of administrative experience preferred

Must take initiative and have a "take charge" attitude in a fast-paced environment

Be able to multi-task

Communicate effectively with emotional intelligence

Benefits Options Include:

-Medical, Dental, Vision, FSA, Long Term Disability, Life Insurance, 401K

-Childcare Benefits -- At ADPP, it is our goal to enrich the lives of both you and your children!

If you meet the above qualifications, please respond to this ad with your resume or call Britney for more information at 408-985-5998.

We look forward to hearing from you!

10 locations in Santa Clara County

For additional information about Action Day Primary Plus, please visit us online!

Keywords: Preschool, Infant, Daycare, Director, Assistant Director, Childcare, Teacher, Caregiver


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We provide swim instruction to our community that builds confidence and develops safety skills in a student-centered environment. We are committed to training our staff to teach swim lessons, giving them the tools they need to be successful. This is a diverse, inclusive and supportive workplace.

Why Choose AnT Swim School?


  • 2016-2019 San Jose Small Business Excellence in Swimming Lessons award winner

  • You get to work with kids, teaching a life skill that could be life saving

  • It's a fun, creative, flip flop friendly environment

  • Every day is different with new chances to make a difference

As a swim instructor you are responsible for the safety of each class and teaching swim skills to students using our curriculum. You will work to build water confidence within your students, encouraging each student to rise to the best of their abilities. You can expect to be regularly communicating with students and fellow staff members. You should be someone who welcomes feedback and is a continuous learner. As a swim instructor you will report to the Deck Supervisor or Site Supervisor during shifts and provide support throughout the pool deck as needed.

We have a fun and rewarding work environment with a great atmosphere for someone who loves teaching and being around water. We offer paid training. Starting wage is negotiable with prior experience. This is a part-time position that requires morning/afternoon and Saturday shifts.

Responsibilities:


  • Make sure everyone is safe.

  • Love and respect students while teaching them to swim.

  • Be a team player who is who is consistently dependable and reliable.

  • Complete required training and be a continual learner.

  • Follow our curriculum with a focus on the needs, abilities and comfort of each student.

  • Smile and have fun during your entire shift.

Qualifications:


  • Caring and compassion for children and adults

  • Ability to work in the water for periods of up to 5 hours

  • Strong communication skills

  • Great attitude and willingness to be coached

  • The ability to focus in a fast-paced environment

  • The ability to commit to at least 1 year of employment, afternoons and weekends required

Benefits:


  • Fun team atmosphere

  • Competitive pay

  • Employee discounts/swim lessons

  • Paid training

  • Flexible hours that work with your schedule

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law.


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Unitek College is one of California’s reputable healthcare and nursing colleges. At Unitek, students will find programs designed to meet their goals and produce competent healthcare professionals. Convenience, location, hands-on training, and various externships are some of the many reasons why students choose Unitek.

Unitek graduates are equipped with sought-after skills and are prepared to excel in many of the fastest-growing careers in healthcare. Additionally, Unitek gives their students access to a career services team that helps prepare them for a competitive job market. This expert team offers resume, cover letter, and job search strategies to better assist graduates.

We are looking for a Nursing Instructors to teach Full time, Part time and Saturday clinicals.

Job responsibilities:

Collaborates with other instructors in preparing, administering, and grading examinations for the course. Participates in the preparation of the final evaluations for the course

Responsible for assuring class attendance and grades are kept and submitted

Assist with strategic planning and assessment of instructional initiatives to ensure quality of program

Plans and implements orientation of new faculty in both theory and clinical facilities for the courses

Utilize principles of teaching that recognize the characteristics of the adult learner

Makes continuous efforts to improve quality of instruction

Demonstrate or be willing to acquire skills for utilizing online activities as enhancers to course content/material during interactive teaching and learning

Maintains student records of attendance, skills check-off forms, and assist with program data collection

Submit required program reports and forms to the Director of the program in a timely manner

Keep current with new technologies and safety regulations

Participate in committee activities that support the mission and function of the nursing program

Attend faculty meetings

Plan and supervises student clinical experience in assigned health care facilities

Evaluates student performance in relation to clinical learning outcomes in accordance with policies and procedures established by Unitek College, Department of Nursing

Provide feedback of clinical performance or specific event immediately after observation

Assists in maintains student records of clinical attendance, skills check-off forms, and assist with program data collection

Responsible for making sure the clinical assignments meet both student and facility needs

Determines best method to observe, instruct, and evaluate students.

Determines if clinical facility meet all health and safety requirements for Unitek College students to attend clinicals

Provide access to students for ongoing communication through scheduling of office hours, electronic communication and other appropriate methods

Participate in student advising activities

Education and Experience:

Hold a valid, active license issued by the California Board of Registered Nursing

Master of Nursing or higher degree from an accredited college or university that includes course work in nursing or education, administration. OB, Pediatrics or Psychiatry

At least four years’ experience as a registered nurse providing direct patient care

A year of Clinical experience within the last five years (Clinical teaching applies toward direct patient care). Clinically competent as defined in CCR Section 1420(c)

Expertise in one of the following areas of nursing – Psychiatric, Geriatrics, Med/Surg, Pediatrics or OB-Gyn

 


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Are you passionate about building a movement to make sure every student in the Bay Area has a world-class public school? Join us as a community organizer in San Jose, CA  to find, train and coach parents leaders so they can advocate effectively for more high-quality public schools in the Bay Area. Reports to VP, Organizing.

About Innovate Public Schools:

Innovate Public Schools is a nonprofit organization focused on ensuring that all Bay Area students, including low-income students and students of color, receive an excellent education. We're building a movement of families, educators, and business and elected leaders who together will make this vision a reality. We build the capacity of parents and educators to innovate and act together to create world-class public schools, and we publish easy-to-understand school quality data and research that highlights both problems and solutions.

Innovate Public Schools supports parents across the region to build powerful community organizations in their local communities that can successfully push for better schools and hold the system accountable to the needs of families and children. Innovate leads a network of grassroots community organizations led by passionate parent leaders from across the Bay Area in Santa Clara, San Mateo and San Francisco counties.

http://innovateschools.org/parent-action-network/

 

About the Position:

As an Innovate community organizer, you will work alongside of the most veteran community organizing staff in the country, including professional organizers who have built successful low-income, volunteer-driven education reform efforts throughout California. This is a full-time / exempt position located in San Jose, CA.

We offer a highly competitive salary and benefits package. Annual salary range begins at $63,000 and is dependent on the candidate's experience.

In this role, you will:

-Identify, train and develop community leaders in the principles and practices of community organizing in order to build powerful parent-driven organizations affiliated with Innovate Public Schools

-Develop and manage relationships with a broad base of constituents from targeted neighborhoods (including faith-based institutions, public officials, local government agencies, social service agencies, teachers and school leaders), and build their support for the reform efforts of Innovate's affiliated parent organizations.

-Conduct at least 15 one-to-one visits with parents and community members every week

-Over time, build and manage multiple parent organizations that drive local school reform work and bring new community leadership to communities in San Francisco or Santa Clara / San Mateo Counties

-Plan and coordinate large public forums and meetings, led by parent leaders

-Participate in local, regional and national staff development sessions with organization partners

-Participate in fundraising and administrative activities as required

Your Resources:

-Extensive formal training in community organizing through participation in Innovate's national, year-long Community Organizer Training Program (COTP)

-Membership in a national cohort community of organizers through the COTP, with the opportunity to learn from and share with others in your field

-Weekly coaching and development from veteran organizing team members and national experts in the field

-Learning about latest changes in education policies and cutting edge practices in designing new, world-class schools through collaboration with experts on Innovate's other teams

We offer a highly competitive salary and benefits package. Annual salary range begins at $63,000 and is dependent on the candidate's experience.

Sample "Week in the Life" of a Community Organizer:

-Meet 1-1 with one of your parent leaders to strategize about the next steps in your campaign to expand educational options in the district

-Prepare and then support your team of 15 parent leaders as they hold their first meeting with the local superintendent about the district's plans to improve outcomes for low-income students

-Meet with Innovate's Research and Policy Team to plan a powerful presentation on achievement gap data for a local congregation

-Role-play your upcoming training on power and leadership for the organizing team and receive feedback from your colleagues

-Train a parent to chair a meeting with her local school board president, and coach her to think through the appropriate tone and level of challenge the group should bring to the board member about their issue

-Make calls to invite parents to attend an upcoming meeting and schedule 1-1 visits with them for the next week

-Meet with your supervisor to evaluate your previous parent leader team meeting

-Schedule a 1-1 with a local nonprofit leader to learn more about their work with families and the changing political environment in local cities

-Read and reflect on a classic organizing text, like Saul Alinsky's Rules for Radicals

Qualifications (Required):

-Baccalaureate degree or equivalent work experience

-Proficiency in Spanish

-Work experience in low-income communities

-Demonstrated experience in community organizing or advocacy work (paid or voluntary)

-Demonstrated ability to build strong relationships with diverse stakeholders and communities

-Ability to write and speak clearly and persuasively, including speaking in small and large group settings

-Strong strategic thinking skills and an ability to analyze policies and institutions

-Experience with and sensitivity to multicultural work environments

-Willingness to work as member of and contribute to a team in a dynamic, learning environment

-Passion for creating more high-quality school options for working families

-Eagerness to learn and apply Innovate's approach to community organizing

-A valid driver's license and reliable, insured vehicle (needed to fulfill job requirements)

-Proof of eligibility to work in the United States

-Ability to work frequent evening meetings (average 3-4 per week) and some weekends

Qualifications (Preferred):

-Two to five years of professional community organizing or community development experience

-Understanding of the education reform landscape

-Academic or experiential knowledge related to building social capital and political power in low-income and multilingual communities

-Skills as a trainer with specialized knowledge in grassroots leadership development, political context, public policy development, and/or public education

-Experience developing and supporting public policy solutions to local or regional problems

-Experience working with African American and/or Latino communities

Work Environment / Physical Demands:

The work environment characteristics and the physical demands described here are representative of those an employee encounters while successfully performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; and talk or hear. The employee must regularly lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus. The noise level in the work environment is usually moderate.

TO APPLY: Submit your resume and a cover letter explaining your interest in the position and what you would bring to Innovate Public Schools here: https://jobs.lever.co/innovateschools/6aac6d53-13f5-4f93-8656-cda0aa5cc829?lever-origin=applied&lever-source%5B%5D=LocalWise

Start date: ASAP

Application deadline: open until filled.

The above statements are intended to describe the general nature and level of work performed by the person in this position. They are not intended to be an exhaustive list of all responsibilities, duties and skills.

Innovate Public Schools is an equal opportunity employer, and takes pride in maintaining a diverse environment. We do not discriminate in recruitment, hiring, training, promotion or any other employment practices for reasons of race, color, religion, gender, national origin, age, sexual orientation, marital or veteran status, disability, or any other legally protected status.


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Job Description


Position:                INFANT/TODDLER ASSISTANT TEACHERS


Locations:             South San Francisco, East Palo Alto and San Mateo


Hourly Salary:       Starting at $17.00 & Depending on Qualifications & Experience


 


APPLICATION AND SELECTION PROCESS:


IHSD Head Start & Early Head Start Programs requires all applicants to submit copies of transcripts, degree(s) and any certification along with the cover letter and resume. All applicants will be reviewed by a screening committee for satisfaction of minimum qualification standards.  The best candidates for the position will be invited for a panel interview. 


 


ATTRACTIVE BENEFITS:  


Employer Paid - Medical, Dental and Life Insurance; Vision Savings Eye Care Program 


Employer Assistance Program 


Voluntary Long Term Disability Insurance


Commuter Benefits


403(b) Retirement Plan Benefits - 8% funded by employer


Paid Holidays, Paid Vacation, Paid Personal Days and Paid Sick Time


Limited Time ONLY & after 6 months of full time employment: Sign-On Incentive and Relocation allowance will be provided if coming from out of the State of CA


 


JOB RESPONSIBILITIES:


Duties of the position will include, but are not limited to, the following:


1.             Assist with planning and implementing curriculum activities.


2.             Assist with planning and setting up indoor and outdoor environment.


3.             Supervise and team-teach a group of 8 children.


4.             Assist with classroom record keeping (i.e. Learning Genie/Portfolios)


5.             Assist teachers in conducting home visits for each child enrolled in the Head Start program.


6.             Collaboration with Family Engagement team and events.


 


QUALIFICATIONS:


1.             High School graduate or equivalent.


2.             Possess a valid California Associate Teacher Permit or qualified for an Associate Teacher’s permit desirable.


3.             Previous work experience in a licensed childcare center or comparable group Child care program for at least 1 year. 


4.             Proof of completion of core ECE courses: Child Development, Early Childhood Education Principles, Early Childhood Education Curriculum, Child, Family & Community and have at least 6 Units of Infant/Toddler Classes.


5.             Knowledge of Early Childhood Education practices and techniques.


6.             Bilingual in Spanish desirable. 


 


HEALTH AND OTHER REQUIREMENTS:


Physical Examination, TB Test, Immunizations and CPR upon employment


Fingerprint Clearance/Child Abuse Index/Criminal Record Statement/NSOPW 


 


APPLY:                  Attn: Human Resources Department


                                Institute for Human and Social Development


                                155 Bovet Road, Suite 300


                                San Mateo, CA 94402


                             


 


AN EQUAL EMPLOYMENT OPPORTUNITY – AFFIRMATIVE ACTION EMPLOYER     


Company Description

A non-profit organization, IHSD provides comprehensive early care and education services for children from birth through five years throughout San Mateo County. Research has continually demonstrated that high quality early care and education programs have a significant impact on a child’s chances of future success. Our mission is to provide excellent comprehensive child development and support services to the highest needs children of 0-5 years old and their families in partnership with the community of San Mateo County.

At IHSD, we are committed to providing the highest quality comprehensive early care and education and family services to support the school readiness of each child. Through our child development centers, family child care homes, and home based visiting programs, we offer early care and education and family services that are built upon the needs of the children, families, and communities.


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KIDDIE ACADEMY of Cupertino has an excellent opportunity for an experienced Full-Time Infant/Toddler Teacher for a state of the art, highly established school in the beautiful City of Cupertino. We seek a strong, enthusiastic, and highly energetic leader. Duties include full responsibility for the management of the classroom.

Requirements of the Position: 


  • Associate Degree in Child Development, Bachelor's Degree preferred

  • Minimum of 15 ECE semester units including core classes and infant/toddler classes are required

  • Requires two years of professional teaching experience with infants, toddlers and preschoolers

  • Strong oral and written communication skills

  • Excellent customer service skills

  • An understanding of NAEYC accreditation and licensing standards

  • Knowledge and ability to lead staff in implementation of developmentally appropriate curriculum Respond well to unusual or crisis situations

  • Strong organizational skills

  • Computer literacy required

  • Experience working in an inclusive work environment and managing across differences

  • Additional center/school requirements may apply

  • Must meet state requirements for education and additional center/school requirements may apply

  • Job Type: Full-time 9:30-6:30pm

Benefits:


  • Vacation Pay

  • Sick

  • Holiday

  • Health insurance


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Job Title: Infant/Toddler Teacher

Organization: International Child Resource Institute (ICRI)

Location: Stanford University Stock Farm Road Children's Center, Stanford, CA

Salary: Competitive pay rate plus $250 Sign-on Bonus after 3 months of employment!

Job type: Full-time

“We are a community of thousands of children, families, community leaders, great thinkers, innovative doers, program experts, and those with the heart, soul, and commitment to make change for children and families every day.”

About Us: International Child Resource Institute (ICRI) is a leading international early childhood education, health, and development organization that provides award-winning locally-initiated preschool and infant/toddler Emergent Curriculum programs in over fifty countries from Ghana to Malaysia and partners with UNICEF, World Health Organization, and many other leading organizations. Founded in 1981, our early education programs are based on child-directed, Reggio-inspired, developmentally appropriate practices. We seek full-time Infant/Toddler Teachers who embrace the opportunity to make a lasting difference in children’s lives. Our three centers on the Stanford campus (Madera, Arboretum, and Stock Farm) offer growth opportunities, competitive pay, a positive team culture and excellent benefits, including tuition reimbursement, paid training and partnerships with leading early childhood educators. ICRI envisions a world in which all children are able to fulfill their greatest potential.

The Opportunity: As a full-time Infant/Toddler Teacher on the Stanford University campus you are responsible for nurturing each child’s creativity and curiosity on the path of growth and early learning. Responsibilities include implementing curriculum, providing instruction and supervision, communicating with parents and team members, and creating a healthy and safe environment for all students and staff. All ICRI teachers and staff are held to our high standards regarding communication, curriculum, professionalism, and safety.

Key Responsibilities:


  • Plan and implement activities with your co-teacher team for the classroom.

  • Create an environment in which each child has a chance to grow and thrive.

  • Provide a balance between child-initiated and teacher-informed activities.

  • Actively engage with children to support social and emotional development.

  • Implement hands-on activities that develop positive self-esteem and social skills.

  • Promote positive guidance techniques.

  • Provide a variety of creative and expressive activities.

  • Manage classroom through positive redirection, problem-solving, and active listening.

  • Follow routines that have been established to ensure smooth transitions.

  • Communicate with children at their developmental level.

  • Answer questions while children engage in their explorations.

  • Lead small groups and prepare learning activities.

  • Use a variety of methods (songs, art, outdoor activities) to motivate abilities.

  • Display inclusive practices to accommodate children with special needs.

  • Utilize classroom materials and routines to promote an environment conducive to age-appropriate levels of development, interests, and special needs of the children.

  • Assist in documentation of student work; such as portfolios, and wall displays.

  • Maintain an open line of communication with parents and provide appropriate information (after speaking with your team), and share relevant information from parents with the team.

Qualifications:


  • Minimum of 12 Early Childhood Education units, including 3 units in Infant/Toddler Development (required)

  • 1+ year Infant/Toddler Education Experience (preferred)

  • Knowledge of early childhood education and child development

  • Knowledge and experience with emergent curriculum - a plus

  • Experience working with infants, toddlers, and preschool-aged children

  • Commitment to promoting the mission and values of ICRI

  • A positive attitude, flexibility, and enthusiasm for education and learning

  • Strong verbal and written communications skills

  • US Work Authorization and excellent references

  • Submission of TB clearance and background check

  • CPR and First Aid Certification or willingness to obtain

  • Must be able to work from 9:30 am - 6:30 pm

Working at ICRI: Our team is here to support you learn and grow as an educator. We provide all teachers and staff with a positive environment that rewards excellence, promotes learning, and offers great benefits, including:


  • A comprehensive benefits package including health insurance

  • Competitive pay with opportunities for raises

  • Commuter reimbursement (up to $300/year)

  • Opportunity to participate in a 403(b) retirement program, with a matching plan

  • Paid professional development days (4 days/years of small group courses)

  • Tuition reimbursement up to $2,500 annually to support ongoing learning.

How to Apply: Are you ready to make a difference in the lives of children and join an amazing team? Contact us today to find out how we can help you grow your career in early childhood education and how you can inspire the next generation. 


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KIDDIE ACADEMY of Cupertino has an excellent opportunity for an experienced Full-Time Infant/Toddler Teacher for a state of the art, highly established school in the beautiful City of Cupertino. We seek a strong, enthusiastic, and highly energetic leader. Duties include full responsibility for the management of the classroom.

Requirements of the Position: 


  • Associate Degree in Child Development, Bachelor's Degree preferred

  • Minimum of 15 ECE semester units including core classes and infant/toddler classes are required

  • Requires two years of professional teaching experience with infants, toddlers and preschoolers

  • Strong oral and written communication skills

  • Excellent customer service skills

  • An understanding of NAEYC accreditation and licensing standards

  • Knowledge and ability to lead staff in implementation of developmentally appropriate curriculum Respond well to unusual or crisis situations

  • Strong organizational skills

  • Computer literacy required

  • Experience working in an inclusive work environment and managing across differences

  • Additional center/school requirements may apply

  • Must meet state requirements for education and additional center/school requirements may apply

  • Job Type: Full-time 9:30-6:30pm

Benefits:


  • Vacation Pay

  • Sick

  • Holiday

  • Health insurance


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If you are passionate about Early Childhood Education,come work for our newly acquired and largest Building Kidz School in San Jose, a leading firm in our industry in the metro area, we are the place to work! Our company has been named in the top 100 franchises in the country.

Building Kidz - San Jose is looking to hire an experienced Preschool Teacher to help us keep growing. If you're hard-working and dedicated, Building Kidz - San Jose is an ideal place to get ahead.

Best of all, our performing arts program and curriculum surpasses all others! Join us as we grow in the United States and abroad!!

 

Apply today!

Responsibilities


  • Implement daily curriculum activities in line with Building Kidz curriculum

  • Engage with young children in activities that are age-appropriate whilst bearing educational merit

  • Foster a positive and healthy learning environment

  • Ensure the classroom is kept in a clean and safe condition at all times

  • Read stories to the children as a group activity

  • Encourage creative thinking and learning

  • Interact with other teachers and administrative staff as needed

  • Communicate with parents regarding child development and progress

Qualifications


  • ECE state educational requirements and certifications required

  • Prior experience working in Child Care

  • Up to date immunizations

  • Must pass a background check

  • Strong knowledge of educational techniques and methods for teaching young children

  • Patient and supportive approach to the learning process

  • Enthusiastic and encouraging

  • Excellent verbal and written communication skills

  • Ability to stand and move around for long hours at a time while teaching

Pay Frequency:


  • Bi weekly or Twice monthly

Schedule:


  • Monday to Friday

  • Day shift

Work Location:


  • One location


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